2018年11月4日托?？荚嚶?tīng)力預(yù)測(cè)機(jī)經(jīng)（版本合集?。?/h1>

• 時(shí)間：2021-08-19

• 來(lái)源：留學(xué)監(jiān)理網(wǎng)

• 分享：

本周日將迎來(lái)下月的第一場(chǎng)托?？荚?/a>，大家是否已經(jīng)做好充分的準(zhǔn)備？小編為大家整理了本場(chǎng)考試的預(yù)測(cè)機(jī)經(jīng)，希望對(duì)大家有所幫助。以下是本場(chǎng)考試聽(tīng)力預(yù)測(cè)機(jī)經(jīng)。

圖片來(lái)自網(wǎng)絡(luò)，不用作商業(yè)目的。  如有侵權(quán)，請(qǐng)聯(lián)系我們刪除。

{版本1}

一.學(xué)科分類：Astronomy

標(biāo)題：supernova

內(nèi)容回憶：supernova這個(gè)東西很亮，所以我們一直找不到它的host Galaxy，最近才找到，用的是紫外線。supernova里面有hydrogen和helium，受到Stella wind的影響，但是會(huì)形成new star，heave elements很少。

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二.學(xué)科分類：Biology

標(biāo)題：good bacteria

內(nèi)容回憶：文章開(kāi)頭說(shuō)你們可能知道bad bacteria，但是也有很多細(xì)菌是很好的，good for health。細(xì)菌可以產(chǎn)生維他命K，而人體自己無(wú)法產(chǎn)生;可以殺死有害細(xì)菌。但是我們會(huì)kill good bacteria：1.洗手的時(shí)候用的抗菌皂，在洗掉有害細(xì)菌的同時(shí)，也會(huì)洗掉好的細(xì)菌，因?yàn)榭咕頍o(wú)法鑒別好壞細(xì)菌；2.antibiotic會(huì)，我們用probiotic幫助產(chǎn)生好細(xì)菌，比如有些牌子的酸奶就有，但是不是所有牌子的酸奶都有probiotic。

三.學(xué)科分類：geology

標(biāo)題：increase density of land use

內(nèi)容回憶：federal government很關(guān)注transportation，所以地方政府可以通過(guò)增加土地使用去減少drive。但是這個(gè)很難做，而且不能random的選擇在哪邊建房子，建什么功能的建筑，最好提前想好。比如加州的Davis準(zhǔn)備建superstore，政府比對(duì)了其他地方建之前和建之后的情況，這邊有兩個(gè)學(xué)生提出了自己的問(wèn)題，男學(xué)生認(rèn)真建superstore好處多，因?yàn)檫@個(gè)超市東西的種類多，人們可以集中一次大采購(gòu)，減少開(kāi)車(chē)頻率，但是女學(xué)生不同意，覺(jué)得這種超市通常建在outside of way的地方，交通不方便，開(kāi)車(chē)反而更遠(yuǎn)。教授說(shuō)政府發(fā)現(xiàn)這個(gè)地方的人其實(shí)本來(lái)就喜歡去隔壁的superstore去采購(gòu)，那個(gè)地方很遠(yuǎn)。然后學(xué)生就說(shuō)，那這樣是不是說(shuō)明，建superstore更好。教授說(shuō)，不一定，還要看superstore里的產(chǎn)品是怎么生產(chǎn)的，以及怎么運(yùn)輸?shù)摹?/p>

{版本2}

題目

1. Why does the woman go to see the professor? Click on 2 answers.

A.To discuss an assignment for class

B.To confirm that she correctly interpreted what she saw in a classroom

C.To get advice on the most effective way to observe a classroom in action

D.To find out how to implement a progressive teaching approach

2. What does the woman emphasize when she defines the progressive approach to teaching?

Click on 2 answers.

A.The approach works best in mathematics lessons.

B.The term progressive approach has more than one meaning.

C.Children are given some control over what they learn.

D.The teacher recognizes individual learning styles.

3. What happened if students were unable to solve the math problem they chose?

A.They were given a clue to the solution by the teacher.

B.They asked for assistance from other students.

C.The teacher gave them a different problem to work on.

D.The teacher asked another group to work on the problem.

4. What does the woman conclude about the lesson she observed?

A.It was not typical of the progressive education approach.

B.It was more beneficial to the students assigned the problem than to the helpers.

C.It helped some students overcome shyness about working in a group.

D.It provided both social and academic benefits to students.

5. Why does the professor say this:

A.To ask the woman to repeat what she said

B.To indicate why he disagrees with the woman's previous statement

C.To explain what aspect of the exercise was not progressive

D.To find out why the woman was surprised

聽(tīng)力文本

Narrator:Listen to a conversation between a student and her education professor.

Karen:

Professor McGraw?

Professor:

Karen:

Professor: Karen:

Professor: Karen: Professor:

Karen:

Professor: Karen:

Professor: Karen: Professor:

Oh hi, Karen, what can I do for you?

Well, I might just start writing that paper that’s due next week

Okay.

And I’m thinking I’d like to write it on the classroom observations I’ve been doing.

What level are you observing? Fourth grade.

Okay. That sounds fine. Lots of students write about their classroom observations.

But before I start, I want to check to see if I’m on the right track with my observations.

Okay.

Okay. As I’ve said, I’ve been observing a fourth grade class and the teacher follows a progressive approach to teaching, so I thought I’d write about a mathematics lesson that I observed last week, how it fits in with that approach.

Okay. What can you tell me about the progressive approach?

It’s about accommodating each student’s individual learning style, right?

Right.

style, so instead of having one planned format or lesson for the whole class, the teacher has each child work at their own pace on their own project in a way that works best for them.

Professor:

Karen:

Professor: Karen:

Professor: Karen:

Professor: Karen:

Professor:

Okay, good. Now, how does this work in the lesson you’ve observed?

Well, first the teacher asked six students to find a math problem that interested them, or that they found difficult and to write it on the board. That surprised me, because it seemed more like a traditional teacher-led activity than a progressive one.

But who chose the math problem?

The students did, which I eventually realized made it the kind of activity you would find in a progressive classroom.

And what was the rest of the class doing?

They were helpers. If a student wasn’t sure how to solve the problem, they asked one of the helpers to join them at the board and well, help.

And did they?

Yeah, and if both students got stuck they could ask another student so it ended up with groups of three or four kids working together to solve a math problem. I could see the teacher was getting the students started, but the students then directed themselves and worked together to come up with the answer.

Which is very much a part of what progressive education is all about. In that way, the curriculum, or what is being learned, centers around what the learners are interested in. What other elements of progressive education did you observe?

Karen:

Well, the students were learning in groups so they were learning social skills like negotiation and the activity was designed so no one felt like a failure. In the end, all the problems were solved successfully and all the kids seemed feel a sense of accomplishment. They were smiling. From what I can tell, the activity met the kid’s social needs and their emotional needs as well. It was pretty cool to watch.

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